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Brief Report: Preliminary Finding for Using Weight-of-Evidence Graphical Information Sheets with Teachers to Correct
Jessica Paynter1, Rhylee Sulek2, David Trembath3
1Menzies Health Institute Queensland, Griffith University, Brisbane, Australia. j.paynter@griffith.edu.au.
Journal of Autism and Developmental Disorders
|August 18, 2021
Summary
Teachers often use unsupported practices with autistic students. Information sheets reduced support for sensory integration therapy, but ongoing professional development is needed to promote evidence-based interventions.
Area of Science:
- Education
- Developmental Psychology
- Behavioral Science
Background:
- Teachers frequently utilize both evidence-based and unsupported practices when working with autistic students.
- Sensory Integration Therapy (SIT) is an unsupported practice, while Antecedent-Based Interventions (ABI) are evidence-supported.
- Reducing the use of unsupported practices is crucial for improving educational outcomes for autistic learners.
Purpose of the Study:
- To investigate strategies for decreasing the use of unsupported practices in classrooms serving autistic students.
- To evaluate the impact of information dissemination and professional development on teacher adoption of evidence-based interventions.
Main Methods:
- Teachers received information sheets detailing the evidence for SIT (unsupported) and ABI (supported).
- A professional development program was delivered to enhance knowledge and application of ABI.
- Teacher support for both practices was assessed across different intervention phases.
Main Results:
- Information sheets significantly decreased teacher endorsement of SIT, but this effect was not sustained post-professional development.
- Teacher support for ABI remained consistent throughout the study phases.
- The study highlights challenges in maintaining reductions in unsupported practices.
Conclusions:
- While initial information sharing can reduce reliance on unsupported practices like SIT, sustained change requires ongoing professional development.
- Teacher training must focus on effectively replacing unsupported methods with evidence-based strategies like ABI.
- Continuous professional development is essential for promoting the consistent use of empirically supported interventions for autistic students.
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